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ST01UES OF THE STATES 




UTAH 



St/ Levi Edgar Young 




PUBLISHED JOINTLY BY 
F. A. OWEN PUB. CO., Dansville, N. Y. 
HALL & McCREARY,Chicago, 111. 



INSTRUCTOR LITERATURE SERIES 

Supplementary Readers and Five- Cent Classics 

A series of little books contaiuing material needed for Supplementary 
Reading and Study. Classified and Graded. I^arge type lor lower grades. 

'^W^ This list is coitstantlv bring added to. If a substantial number of books ate to be 
ordered, or if other titles than those shown here are desired, send for latest list. 



FIRST YEAR 
Fables and Myths 

6 Fairy Stories of the Moon. — yi/a^wiV^ 

27 ACsop's Fables— Part I — Reiter 

28 Aisop's Fables — V&rX.W— Reiter 
±g Indian '\1yths—Bush 

140 Nursery Tales — Taylor 
Nature 

1 Little Plant People— Part I— Oflj^ 

2 Little Plant People— Part II— Chase 

30 Story of a Sunbeam — Miller 

31 Kitty Mittens and Her Friends — Chase 
History 

32 Patriotic Stories (Story of the Flag, 

Story of Washington, etc.) — Reiter 
Literature 

104 Mother Goose Reader 
228 First Term Primer — Magtiire 
230 Rhyme and Jingle Reader for Beginners 

SECOND YEAR 
Fables and Myths 

33 Stories from Andersen — Taylor 

34 Stories from Griiiim — Tavtor 

36 Little Red Riding Hood— Reiter 

37 Jack and the Beanstalk — Reiter 

38 Adventures of a Brownie — Reiter 
Nature 

3 Little Workers (Animal Stories^— Chase 

39 Ivittle Wood Friends — Mayne 

40 Wings and Stings— //a /z/ajr 

41 Story of Wool — Mayne 

42 Bird Stories from the Poets— /o/ZiV 
History and Biography 

^3 Story of tlie Mayflower — McCabe 
45 Boylinoil of Washington — Reiter 
204 Boyhood of Lincoln — Reiter 
Literature and Art 
72 Bo\v-\Vo\v and Mew-!Mew — Craik 
152 Child's Garden of Verses — Stei>ensnn 
206 Picture Study Stories for Little Children 

— Cranston 
220 Story of the Christ Q.\^\\i\—Hushoiver 
290 Fuzz in Japan— A Child-Life Reader— 
Mag II ire 

THIRD YEAR 
Fables and Myths 

4(> Puss in Boots and Cinderella— i^^z/^r 

47 Greek Myths— A'lin^ensmith 

48 Nature ISIyths- Metcalfe 

50 Reynard the Fox — Rest 

IC2 Thuinbelina and Dream Stories— ^^z7^r 
146 Sleeping Beauty and Other Stories 

174 Sun My \.\\^-- Reiter 

175 Norse Legends I— Reiter 
i76 Norse Legends , II -Reiter 

177 Legends of the Rhineland— TV/rCa*^ 

282 Siegfried, the Lorelei and Other Rhine 

Legends— ;l/fCa*^ 
Nffture and Industry 

49 Buds, Stems and Fruits — Mayne 

51 Story of Flax -;U^v».v 



52 Story of Glass— ^a«jon 

53 Adventures of a Little Waterdrop 

— Mayne 
135 Little People of the Hills (Dry Air and 

Dry Soil Plants^— 0«i^ 
203 Little Plant People of the Waterways— 

Chase 

133 Aunt Martha's Corner Cupboard— Part 

I. Story of Tea and the Teacup 

137 Aunt :\Iartlia's Corner Cupboard— Part 

II. Story of Sngar, Coffee and Salt. 

138 Aunt Martha's Corner Cupboard— Part 

III. Story of Rice, Currants and Honey 
History and Biography 

4 Story of Washington — Reiter 
7 Storj^ oi\,on%{i:\\ow— McCabe 
21 Stor3' of the Pilgrims — Poiuers 
44 Famous Early Americans (Smith, Stan- 
dish, Peun) — Bush 

54 Story of Columbus — McCabe 

55 Story oiWhitVxev— McCabe 

57 Story .of Louisa IVI. A\cott— Bush 

58 Story'of Alice and Phoebe Ca.ry—McFee 

59 Story of tlie Boston Tea Partv -McCabe 

60 Cliildren of the Northland — Bush 

62 Children of the South Lands, I (Florida, 
Cuba, Puerto Rico) — McFee 

63 Children of the South Lands, II (Africa 
Hawaii, The Philippines)— Jyc/r^ 

64 Child Life in tlie Colonies— I (New 

Amsterdam )— Baker 

65 Child Life in the Colonies— II (Pennsyl- 

vania! -Baker 

66 Child Life in the Colonies— III (Virgin- 

ia) — Baker 

68 Stories of the Revolution— I (Ethan 

Allen and the Green Mountain Boys) 

69 Stories of the Revolution — 11 (Around 

Philadelphia)— il/cc'czi?'.? 

70 Stories of the Revolution- III (Marion, 

the Swamp T?ox)— McCabe 
132 Story of Franklin— /arzj 

164 The Little Brown Baby and Other Babies 

165 Gemila, the Child of the Desert and 

vSonie of Her Sisters 

166 Louise on the Rhine and in Her New 

Home. {Nos. 164, ids, 166 are ''Seven 
Little Sisters" by fane Atidreu's) 

167 Famous Artists, I — Laudseer and Bon- 
heur. 

Literature 
35 Goody Two-Shoes 

67 Story of Rol)inson Crusoe — Bush 

71 Selections from Hiawatha(For 3rd, 4th, 

5th and 6th Grades) 
233 Poems Worth Knowing-Book I-Primary 

FOURTH YEAR 
Nature and Industry 

75 Story of Coal— ^/cA'aM^ 

76 Story of MHieat — Halifax 

77 Storv of Cotton— ^^-ort'w 

134 Conquests of Little Plant People— C/faj** 

Continued on third caver 



August. r.)13. 



INSTRUCroR LirKRATURE SKRIKS 



The Story of Utah 



"Bf Levi Edgar Young 

Professor of History, University of Utah 




PUBLISHED JOINTLY BY 

F. A. OWEN PUB. CO., Damsville, N. Y. 



HALL & Mccreary, Chicago, III. 



Copyy iiihl, 1913, by F. A. Q-wm PubJishinx Co 



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Brigham Young and Company Overlooking the Valley of Great Salt Lake, 1847 



The Story of Utah 

The history of Utah is a story of good homes. The 
people have been temperate and kind, and high religious 
and ethical ideals have determined their conduct. They 
have felt the influence of beautiful mountains, clear sun- 
shine, and an equable climate, and have made of the 
American desert a country of rich wheat and hay fields, 
extensive orchards, and beautiful cities. They have dug 
deep into the earth and brought forth gold and silver, 
copper and iron in abundance. Utah's industrial and 
social development presents a great object lesson of thrift 
and integrity to the soil, and its people are noted far and 
wide for their high ideals of intelligence. In this story we 
wish to show how Utah has come to be a great State. 

Utah is a land of mountains, valleys, and plateaus. 
The Wasatch Range extends through the greater part of 
the State, dividing it geographically into two parts. The 
soil of its western slope is very rich, and in the succes- 
sive valleys, from north to south, are great farms and 
gardens. East of the Wasatch is the great plateau, 
bounded on the north by the Uintah range, which with 
the Wasatch range, determines the geographical features 
of Utah. West of the Wasatch, the drainage is into the 



4 THE STORY OF UTAH 

Great Salt Lake ; east of the mountains, into the Colo- 
rado River. From the Wasatch mountains flow many 
beautiful streams of water, and upon the banks of these 
the cities and towns have been built. While most of 
Utah is a part of the American desert, through the proc- 
ess of irrigation and cultivation the soil has shown a 
richness in fertility that is phenomenal. The winter 
snows are securely packed in the mountains, and furnish 
water in summer. The four seasons are clearly defined, 
and the warm spring and summer months follow regu- 
larly the cold, frosty days of winter. 

Thelargestbodyof water is the Great Salt Lake, a rem- 
nant of the inland sea that once covered all the valleys 
of the Wasatch. It is eighty-five miles long by about 
forty miles in breadth, and nearly one-fourth of its 
weight is composed of solid materials, mostly salt, held in 
solution. Two other slightly salt bodies of water lie in 
the southern part of the State, the Little Salt Lake and 
the Sevier. Utah Lake is the largest body of fresh water. 
The Jordan, Provo, Weber, Ogden, Sevier, and Bear riv- 
ers are the principal streams flowing into the lakes from 
the western defiles of the Wasatch. In eastern Utah are 
the Green and the Colorado. 

The interposition of mountain and valley gives to Utah 
a variety of landscape and a diversity of industrial 
resources. The canyons are beautiful. Great snowy 
peaks guard the mountain lakes, and columbines and 
roses fill the open spaces between evergreens and quak- 
ing asp trees, and it is said that some fifteen hundred 
varieties of wild flowering plants grow in the valley of 
the Great Salt Lake. Gold, silver, copper, iron, and 
coal abound, and have been important factors in the de- 
velopment of the State. To the west toward Nevada 
is the great desert, thousands of acres of which are being 
reclaimed annually and brought under cultivation. 



THE STORY OF UTAH 




A Native Ute 



Pre-Pioneer Period 

When the Utah pioneers settled within the present 
confines of Utah, they found the Utes and Paiutes, two 
tribes of the great Shoshonian stock. The Utes lived in 
the north, especially in the valley of the Great Salt Lake; 
the Paiutes were confined to South- 
ern Utah and Northern Arizona. 
Both tribes roamed about in small 
bands, and the most influential lead- 
ers among them were Chiefs Tabby, 
Washakie, Walker, and Aropine. 
The Utes were a vigorous people, 
and were noted for their honesty 
and virtue. Distinctly mountain In- 
dians, they befriended the emigrants 
in their migration to the Pacific, 
often sending their scouts as guides 
over the mountains and desert. 

These Indians were discovered by the Spaniards at a 
very early date in our country's history. They were 
known from the time of Cardenas, the first white man 
to enter the present confines of Utah in 1540. It will be 
remembered that the Spaniards had always in mind the 
carrying of the cross to the Indians. In 1776, two brave 
Franciscan friars named Escalante and Dominguez ex- 
plored the Wasatch mountains and valleys of Utah, for 
the purpose of establishing a good trail to the Catholic 
Missions of California. Camping a few days on the 
shores of Utah Lake, they traversed the entire length of 
Utah. From that time until the advent of the pioneers, 
Spaniards came into the Wasatch Mountains and traded 
with the native tribes. In fact they often captured the 
children and subjected them to slavery in Mexico. The 
Hudson Bay trappers penetrated into the mountains as 
early as 1824, and trading posts were established at what 



<> THE STORY OF UTAH 

is now Ogden on the east shore of the Great Salt Lake. 
Some of the most noted trappers and explorers who knew 
the valleys and canyons of Utah before its permanent set- 
tlement were Peter Skeene Ogden, William Ashley, James 
Beckwourth, James Bridger, and Jedediah Smith. They 
all became acquainted with the geographical features of 
this western country, and their knowledge became help- 
ful to others who came later. In 1841 the Catholic 
Father DeSmet, a noted Franciscan priest, passed through 
Utah on the north and preached Christ to the Indians, 
and in 1843, John C. Fremont, having drifted in a little 
boat to one of the islands in Great Salt Lake, wrote the 
first description of the valley, which was published by 
the Government. During the decade from 1840 to 1850, 
hundreds of home-seekers crossed the plains on the 
Oregon Trail, and at South Pass as early as 1844 a trail 
led off to the valley of the Great Salt Lake. Over this 
went Hastings in 1844, and in 1846 the ill-fated Donner 
party on its way to California passed along the south 
shore of the Great Salt Lake, and during the winter half 
of the party perished in the snows of the Sierras. 

The Utah Pioneers 

No permanent settlement had been made in Utah up 
to 1847. During that year, a party of "Mormon" pio- 
neers from the State of Illinois set out for the far west. 
One of that company writes in his journal: 

*'I sold my farm this morning for one hundred dollars 
in cash, a good wagon, and four horses. Under the cir- 
cumstances, I am thankful. Tomorrow, we will pack our 
belongings into the wagon, and hitching up, will leave 
to join the ''brethren" who are on their way to the Mis- 
souri River. The days are cold, and there is suffering 
in the camps of the people. But God is our guide and 
unto him we have entrusted our destiny." 

During the winter of 184G-47, the Utah colonists 



THE STORY OF UTAH 7 

gathered on the banks of the Missouri River at Council 
Bluffs and at Winter Quarters, seven miles above. Their 
leader, Brigham Young, had determined to take his peo- 
ple to the far west, and there take up lands and build 
new homes. Winter Quarters became a thriving town 
and civic community. There were schools and places of 
worship, and though the homes of the people were but 
cabins and dugouts in the banks of the Missouri, they 
were centers of economic activity, having grist and saw 
mills. It was a society of fifteen thousand souls, united 
in a religious bond for the purpose of working out their 
destiny in the West. Fur traders and trappers who vis- 
ited Winter Quarters at that time say that the people 
were distinctly honest, and the Pawnee Indians wel- 
comed them to their borders. The first company of pio- 
neers, chosen by Brigham Young to make the march, 
left Winter Quarters in April, 1847. It consisted of one 
hundred and forty-three men, three women and two chil- 
dren. The company was to locate lands for their future 
homes. Brigham Young was a natural leader of men. 
Great in personal force, sincere, earnest, faithful, "he 
was great in the perfect fitting and powerful use of prac- 
tical means to practical ends." This company was a 
splendid type of society, for they all lived good lives, 
and were obedient to law and order. Organized as they 
were, they had set rules to obey, and they moved and 
acted as a unit. They followed the Platte River into 
what is now Wyoming, passed through South Pass and 
came on to Fort Bridger. From here they took the trail 
into the valley of the Great Salt Lake. While on the 
plains, they had orders not to kill the buffalo wantonly, 
nor to make any trouble for the Indian tribes. In fact 
they made friends with the Indians from the first, and 
always fed them when they had food to spare. They 
marched in order and systematically day by day. Every 



8 THE STORY OF UTAH 

morning at five o'clock the bugle wakened the camp. 
All assembled for prayer, ate their breakfast, and at the 
sound of the second bugle the company began the march. 
They travelled about twenty miles each day. At night, 
gathering around the fire, they sang songs of thanks- 
giving, and after the evening prayer and the placing of 
the watch, retired for the night. Every Sabbath day 
was strictly observed. Says one of the pioneers in 
his journal : "We shaved and put on clean clothes today. 
It is the Sabbath and we must meet God with clean hands 
and pure hearts." 

In June the pioneer party reached the Black Hills and 
Fort Laramie. At Fort Bridger, Brigham Young heard 
much about the valley of the Great Salt Lake from the 
trappers and explorers, but all the reports were more or 
less discouraging. It had long been designated as the 
one place in the temperate region of North America as 
worthless, "where only grease wood and sage brush 
could grow, and where the coyote and rattlesnake re- 
pelled the frontiersman." In fact, the Indians declared 
that the Great Spirit had sent a blight over the land. 
Notwithstanding all this, the pioneers pushed on over 
the mountains and finally down through Emigration Can- 
yon to the Valley of the Great Salt Lake. As Brigham 
Young looked upon the desert waste, he declared: "This 
is the place." 

The pioneers entered the valley July 24, 1847, and 
turning the water of a mountain stream on the soil, 
they inaugurated in the far west the American system 
of irrigation. Utah, as the central portion of the arid 
region, has led since that time in the development of 
irrigation by associations of farmers tilling small areas. 
The Utah farmer has consequently learned how to sup- 
port a large number of people on a small acreage. 

Within a month after the arrival of the first company 



THE vSTORY OF UTAH 



of pioneers, Salt Lake City was surveyed and laid out in 
such a manner that today it is one of the unique and 
beautiful cities of the United States. The city blocks of 
ten acres each were divided into eight lots of equal size 
of one and one-fourth acres. Trees were planted along 
the sidewalks, and little ditches dug, where flowed the 
sparkling water from the mountains. Each little home 
was planted in flowers and gardens; each home became 
a unit of government, for the Utah pioneers were great 
observers of civic and religious laws. Close upon the 
city limits was the farming land of five, ten and twenty 
acre plots, resembling the old New England land system. 
Potatoes, maize, and wheat were planted during the first 
summer, but very 
little of the harvest 
could be used for 
food, as it was all 
kept for seed for 
the following 
spring. These pio- 
neers began the 
building of homes, 
which have ever 
been the economic, social, intellectual, and religious 
centers for the children. The people had a struggle 
for existence, and it was because of their hard toil and 
sublime faith in God that the virgin soil was reclaimed 
from its sterility. So great was the work of the pio- 
neers of Utah that ex-President Theodore Roosevelt said 
of them on one occasion : ''Here in this State the pio- 
neers and those who came after them took not the land 
that would ordinarily be chosen as land that yields return 
for little effort. You took a territory which at the out- 
set was called after the desert, and you literally — not 
figuratively — made the desert blossom as the rose." 




Building the Great Mormon Tabernacle 



10 THE STORY OF UTAH 

The first band of pioneers to Utah was followed by 
other well organized companies, and by the summer of 
1848 nearly four thousand people had crossed the plains 
to Salt Lake City, which had become a prosperous settle- 
ment within a year. From it as a center, Brigham 
Young directed the settlement of all the valleys of the 
Wasatch, and thriving settlements and towns were soon 
found both north and south. By 1850, nearly fifteen 
thousand people had settled in Utah, and Salt Lake City 
was looked upon as a profitable center and market for 
the overland trade to California, and as a place where 
food might be obtained and horses and oxen procured 
for the remainder of the journey to the Pacific. 

Cooperation entered into the very life of the pioneer 
communities of Utah. The men went to the canyons 
and cut and hewed logs for their cabins, school, and 
meeting-houses; they tugged hard at the soil; they built 
canals and water ditches, and in all of their work they 
manifested what Professor Ely of the University of Wis- 
consin designates as "a unity of purpose which was the 
cohesive power necessary to obtain economic results." 

An Inventory of a Pioneer Company 

To give the reader an example of what one of those 
old pioneer companies was, I quote from one of the jour- 
nals of that time. In a company which crossed the plains 
in 1848, there were: 623 wagons; 1891 souls; 131 mules; 
44 horses; 2012 oxen; 54 cats; 134 dogs; 5 bee hives; 1 
squirrel ; 983 cows ; 3341 loose cattle ; 654 sheep ; 237 pigs ; 
9014 chickens; 3 goats; 10 geese; 11 doves; 5 ducks. 

The list shows the good judgment of the people in 
bringing to the far west those things that could be best 
used in building up industries and markets. 



THE STORY OF UTAH 11 

The Early Towns of Utah 

In the settlement of Utah men were picked out to go 
with their families into remote parts of the Territory, 
where they took up land and established their homes. It 
required men and women of great strength of character 
to redeem the desert and to treat with the Indians. The 
colonizers lived a community life, and were held closely 
together in a brotherhood, because of their religious 
ideals. As a rule, the town was laid out and surrounded 
by a fort for protection. Within the fort was the school, 
meeting, and town house, as well as an exchange market. 
Each person picked out his own land, or was allotted a 
piece, and with the help of his "brethren," immediately 
set about to build a home. He had his private strip and 
his arable land, and pasturage. Upon the waste lands 
and in the canyons they herded their cattle in common. 
Regular meetings of all the people, including the women, 
were held, and all affairs pertaining to the community 
were discussed and voted upon by all alike. In a meeting 
it might be decided to build a water ditch, to buy a stove 
for the school house, to give a dance, or construct an 
amusement hall. It was a typical New England town 
meeting, and was characterized by its splendid democ- 
racy. All had the right of free discussion. 

The pioneer towns of Utah were founded 'upon three 
leading economic principles. First, freehold land. All 
were encouraged to obtain their own land and homes. 
Secondly, the maintenance of the meeting and school- 
house, which was the social and intellectual center of the 
town. Thirdly, a democratic town meeting of all the 
villagers, for the purpose of discussing affairs pertaining 
to the welfare of the people, both temporally and spir- 
itually. The towns became centers of trade, and were in 
time connected by good roads and bridges. Bartering 
was carried on, and as agriculture was encouraged and 



12 THE STORY OF UTAH 

fostered, manufacturing on the cooperative plan soon 
became prevalent. So anxious were the people for com- 
munication with the outside world, that in 1850 they 
petitioned Congress through their Legislature for a rail- 
road to the Pacific, which should pass through Utah. 
As early as 1849, a store was established in Salt Lake City, 
and the proprietor traded with Fort Hall in Idaho, and 
bought peltries from the fur traders. The ' 'forty-niners" 
on their way to California, found tobacco, bacon, hats, 
boots, and shoes here, and sold dress goods, hats, gloves, 
calicoes, woollens, etc. They also disposed of their cat- 
tle and horses for the better ones of the colonists. 

The Pioneer Homes 

The pioneers built their houses of logs and adobe. 
The log houses were well constructed, the timber being 
hauled from the mountains and hewed into form with ax 
and whip saw. Local saw mills, however, made it possi- 
ble for the people to obtain good 
logs and lumber for floor and 
roof. The adobe was a sun- 
dried brick like those which the 
Mexicans and the Indians of the 
South have used for centuries. 
Adobe houses are cool in sum- 
An Old Adobe House ^^^ ^^^^ ^gj,y wavm in wiuter, 

and have been among the most durable of all dwellings. 
Many beautiful adobe houses exist to this day in all the 
cities of Utah, yet in our modern methods of building, brick 
and cement have taken the place of the Mexican adobe. 

The old houses attest, however, the stability and char- 
acter of the people. In them were large fireplaces, a 
corn bedstead or two, a spinning wheel, and rope-bot- 
tomed chairs made of willow and buckskin. ^Well-made 
rag carpets covered the floor of the living room. In 




THE STORY OF UTAH 



13 



many of the homes were musical instruments. Melo- 
deons were hauled across the plains by the companies of 
1847, and by 1860 reed organs were brought by ox te^ins 
to Salt Lake City. The vertebra of an ox or buffalo often 
served as a candlestick. The surroundings of the homes 
were made attractive. In fact so neat and tidy were- 
the early homes of the desert that Lieutenant Beale of 
the United States Navy was led to report the following to 
the Government in 1852: 

"Paragonah is situated in the valley of the Little Salt 
Lake and lies near the foot of the mountains: It contain^ 
about thirty houses, which, although built of adobes, 
present a neat and comfortable appearance. The adobes 
are small and well pressed, and are made of pink colored 
clay. The houses are built to form a quadrangle, the 
spaces between them being protected by a strong stock- 
ade of pine pickets. In the rear of the homes and outside 
the town are beautiful vegetable gardens. The houses 
are ornamented in front by small flower gardens and shade 
trees. ' ' 

How the Soil was Reclaimed 

All the early towns of Utah became centers of economic 
thrift. Every family needed a home. In the spring- 
time, extensive acre- 
age was planted 
around these cen- 
ters, and dams were 
made in the streams 
and canals dug. 
From twenty to forty 
men turned out with 
their oxen, and made 
a ditch through the 
hard-baked soil. A 
forge was to be found 
in every vijlage, 

where horses might Redeeming the Desert 




14 THE STORY OF UTAH 

be shod and plows mended. The fields were flooded at 
limes, and crops grew well on the virgin soil. Nearly 
all the work was done by the association of farmers liv- 
ing in small communities. It is only since the railroad 
came in that capital has been used in the construction of 
canals, bridges, etc. Yet the farmers at that early day 
united and built works of considerable magnitude. 
Growing out of the method of cooperation, the people had 
orderly methods of allotting and distributing the water, 
the farmers before 1870 sharing equally in its use. 

The Gulls and the Crickets 

In the spring of 1848, the wheat fields were beautiful 
throughout the valley of the Great Salt Lake, and every- 
body looked forward to a prosperous season. An unex- 
pected event occurred, however, which it seemed for a 
while would result in leaving the people destitute. In 
April they noticed the coming of millions of crickets, 
and before they could realize it, the pest had swept down 
on the fields and were devouring the tender sprouts of 
wheat. Hundreds of acres were destroyed, and the 
people, in order to conquer and destroy the insects, 
worked night and day. Finally a day of fasting and 
prayer was appointed, for the colonists were impelled to 
turn to God for help. Their prayer was answered. In 
a few days, thousands of gulls from the islands of the 
Great Salt Lake pounced upon the crickets and destroyed 
them. The crickets disappeared, and the gulls went back 
to their island home in the bosom of the lake. The crops 
were saved, and since that day the gull is looked upon 
as a symbol of Utah. No one kills a gull in Utah. Sen- 
timent and a heavy fine protect the bird, for the coming 
of the pretty white-winged messenger in the time of need 
is looked upon as an intervention of Providence, "that 
rewards industry and answers the prayer of faith." 



THE STORY OP UTAH 15 

Organization of Utah Territory 

Though the people well understood local self govern- 
ment, and had their civic laws and principles to which 
they closely adhered, at the beginning of 1848 there was 
a desire among the towns and settlements that they 
should all be bound into one civic whole. The land 
where they had settled had recently been ceded to the 
United States by the treaty of Guadalupe-Hidalgo, and 
this too by the help of the Utah colonists. They now 
had a great desire that they should be recognized and 
that their new Territory should be brought into the 
union of States. The people had a wish for statehood 
from the first, and as Brigham Young was head of his 
people as a religious leader, so too did he lead them in 
organizing their civic centers. At his call, a convention 
met in Salt Lake City in February, 1849, and the mem- 
bers drew up a constitution for a State government. The 
factors necessary for State government were present. 
All that was needed was recognition on the part of the 
government at Washington. With the writing of the 
constitution, a memorial was drafted, and both sent to 
Washington. The memorial asked that the new Territory 
be admitted as the State of Deseret. The proposed con- 
stitution contained many interesting points, among which 
is the following: 

"Every person may speak, write, and publish his sen- 
timents on all subjects, being responsible for the use of 
that right; and no law shall be passed to abridge the 
liberty of speech and the press." 

The constitution provided for the three general depart- 
ments of government, and was in accord with the consti- 
tution of the United States. While Congress was consid- 
ering the question of statehood for the new Territory, an 
election was held, and Brigham Young was made gover- 
nor of the provisional government. A legislature was 



16 THE STORY OF UTAH 

also chosen, and the first law passed related to the 
proper maintenance of roads and bridges. The second 
law established the University of the State of Deseret. 

Congress did not grant the people Statehood, but 
organized the Territory of Utah, and Millard Fillmore, 
President of the United States, appointed Brigham Young 
governor. In a few weeks the machinery of their civic 
government was working. 

Many of the laws of the old legislative assemblies indi- 
cate the economic and intellectual ideals of the colonists. 
One is in reference to drunkenness and profanity. Any 
person profaning the name of God is subject to a heavy 
fine, and an intoxicated person is also liable to heavy 
punishment. There were laws prohibiting Indian slavery, 
and very stringent statutes regarding immorality, for- 
gery, counterfeiting, etc. Most interesting is the first 
school law, passed in 1851, and the law of 1852 estab- 
lishing a free public library in Salt Lake City. 

Early Manufacturing 

Industry is the keynote to Utah's history. The people 
have been home producers, and believers in home indus- 
try. The great economic factor, ready money, was lack- 
ing at first, but the other two, land and labor, were 
present. Domestic manufacture was necessarily prac- 
ticed from the first. Each home was a little center for 
the carding of wool and the manufacturing of cloth. 
From buckskin, gloves and shirts were made, and the 
women spent much of their time knitting. The earliest 
grist mills were those of Charles Crismon and John Neff, 
and in all the towns where timber abounded, saw mills 
were built, although at first the old-fashioned whipsaw 
was used. 

Ir(jn mines were developed in the southern part of the 
State as early as 1852, and nails were made that same 



THE vSTORY OF UTAH 17 

year. From that time, the iron industry has grown to 
great proportions in Utah. There was a casting furnace 
in Salt Lai<e in 1854, and the sand beds north of Salt 
Lake City were used extensively for smelting. Utah was 
fortunate in the character of her colonists, as many of 
them came from the European countries and were good 
craftsmen, artisans, agriculturists, and matiufacturers. 
By 1850 a small woollen mill was in operation in Salt 
Lake City, and a tannery was built soon after. In 1852, 
the colonists were manufacturing pottery, flannels, jeans, 
linsey, and shoes. The first shoe factory has grown into 
the largest one between St. Louis and the Pacific Co^st. 
Sugar from the beet was made in those early days, and 
today the beet sugar industry is bringing more money to 
the Utah farmers than is realized from any other product. 
Cloth and blankets were woven on hand looms, and clothes 
were made from deer and elk skins. An agricultural so- 
ciety was organized in 1856, and the territorial legislature 
of 1855 offered prizes for the largest crop of flaxseed, 
hemp, potatoes, etc., grown on half an acre of ground. In 
1854, the Legislature offered $1,000 to the discoverer of a 
bed of merchantable coal. A company was organized 
in 1853 at Provo for the purpose of developing the iron 

mines. 

Early Trials and Difficulties 

The infant colony had many trials and tribulations. 
The people were not always sure of their crops, for 
drought often blighted the wheat and hay fields, and 
frosts killed the fruit. We have shown how the crickets 
came near destroying the fields in 1848, and in 1855 
another disaster befell the colony. Grasshoppers swarmed 
the fields, "and threatened to be as destructive as the 
crickets." The people fought them by every means pos- 
sible. Thousands of acres of wheat were eaten up by the 
pest, and the hay fields literally dried up. To make 



18 THE STORY OF UTAH 

matters worse, the following winter was a severe one. 
Many of the poorer families were reduced to rations of 
roots and rawhide. It was a luxury to have a bit of bread 
and meat. Prairie dogs were killed and eaten, and lucky 
was the hunter who might run across an antelope or deer, 
which, if killed, would be shared with neighbors and 
friends. In one of the journals of those days we read : 

**We have had nothing to eat for three days. My 
brother Lorenzo sent us a small piece of venison to- 
night, which he had obtained from a trapper. We all 
relished it much. We were informed late this afternoon 
that a party of California emigrants had some flour they 
were willing to dispose of for fresh horses. I intend to 
hunt them up tomorrow. It may please God to send us 
bread again. We must not falter in our faith, but sing 
always to the glory of God. " ' 

Another journal says : 

"Our little girl died this morning at daylight. She had 
not eaten for days. In fact there has been nothing for 
her but a little dry venison. Her suffering was very 
great. Tomorrow we will bury her near the clump of 
oak brush on the hill, where but a few short months ago, 
we laid her mother away. The Lord giveth and the 
Lord taketh away. Blessed be the name of the Lord.' " 
The Indians also caused much anxiety. They were 
not always friendly, and at night many of the small 
settlements kept watch over their homes and cattle to 
prevent their destruction by the denizens of the moun- 
tains. And yet the policy of the early settlers of Utah 
towards the Indians parallels that of WiUiam Penn in 
Pennsylvania. The Indians were treated with great con- 
sideration. There was some trouble at times, to be 
sure, but as a rule, the dealings between the Red Men 
and the whites were peaceable. Brigham Young laid 
down the policy that "It is better to feed the Indians 
than to fight them," and his idea was carried out from 
the first as far as possible. During the first few years. 



THE STORY OF UTAH 19 

the Utes came to the settlements for food and clothing, 
and whatever could be given them was given. But 
food was often scarce among the colonists, and it was 
impossible to always respond to the Indians' wants. 
Chief Washakie once told the United States Indian Com- 
missioner that the colonizers of the Wasatch mountains 
were to share forever their happy hunting grounds. 
"For," said he, "they feed us, but do not fight us." 

But trouble came now and then, and during a period 
of tv/o years from 1852-1854 Chief Walker ^vaged war 
with the whites in many parts of the Territory. The 
colonists were encroaching on their hunting grounds, 
and this incited the Indians to war. As a result many 
of the settlements in the southern 
parf of the Territory were in a state 
of siege for months. One little 
town. Spring City in Sanpete 
County, was destroyed one night 
by a band of Utes who set fire to 
the houses, barns, and haystacks, 
and ran off all the cattle, pigs, and 

sheep, and killed the poultry. The people suffered much, 
but finally the Indians and whites smoked the pipe of 
peace. This was in 1854. Governor Young was Indian 
Agent at the time, and personally conducted a company 
of his people to the camps of the Indians. The colonists 
gave presents, and the Indians were assured that the 
whites had nothing but good will for them. In the fol- 
lowing year, much land in the south was transferred by 
treaty to Governor Young, who gave bacon and flour 
cattle and pigs in return. The colonists of Utah were 
constantly admonished by Governor Young to try to un- 
derstand the Indian's nature, and to deal with him 
lonestly. Said he at one time : 

"Any man who cheats an Indian should be dealt with 




20 THE STORY OF UTAH 

more severely than for cheating a white man. An In- 
dian thinks it no sin to steal, or to kill his enemy, be- 
cause he has been taught from childhood that there is 
no harm in it, but on the contrary that it is a brave act. 
Not so with the white man. He has been taught from 
infancy not to steal or kill, save in self defense. Walker 
will not kill a white man, nor go on a stealing trip to 
California, until he offers sacrifices to his God, then he 
thinks he is doing right; and the reason he has not done 
more in the war on the southern settlements is because 
he could get no answer from his God. You, brethren, 
must lay aside your angry feelings towards them, and 
cease wishing to kill them." (From address delivered 
in October, 1853.) 

Another most remarkable statement concerning the 
Red Men is that given by Governor Young in 1856, when 
he said; 

"Let the millions of acres of land now lying waste be 
given to the Indian for cultivation and use. Let the 
poor Indians be taught the arts of civilization, and to 
draw their sustenance from the ample and sure resources 
of mother earth, and to follow the peaceful avocations 
of the tiller of the soil, raising grain and stock for sub- 
sistence, instead of pursuing the uncertain chances of 
war and game for a livelihood. I have often said, and I 
say it now, let them be surrounded by a peaceful and 
friendly influence and a humane and benevolent policv. 
Thus will they be redeemed from their low estate, and 
advanced in the scale of civilized and intellectual 
existence." 

In 1866, the most serious Indian war broke out, known 
as the Black Hawk War. It extended over much of the 
Territory. This trouble was brought about by the at- 
tempt of the United States government to drive the In- 
dians to a reservation. Black Hawk, one of the big 
chiefs, refused to treat with the government on the 
ground that the Indians had already given up their rights 
to the land, and should they be moved to a "large farm, 
they would be made slaves," a thing which the Great 



THE STORY OF UTAH 21 

Spirit disliked. War came. Indian depredations ex- 
tended far and wide. Towns were destroyed, colonists 
were killed, and the Indians were subdued only after a 
very hard struggle. When peace came, the government 
built Fort Duchesne, and established a military post in 
the center of the reservation, where the Indians could 
be watched and the whites protected. 

Like the Jesuit Fathers and the Quakers who came to 
America to teach the Indians and to deal with them in all 
justice and Christian love, so the pioneers of Utah looked 
upon the natives of this western land with respect. The 
Utah pioneers led the Indians to the farm and gave them 
plows and horses. Today, a good school established by 
the pioneers in Northern Utah, is still the means of bring- 
ing the Ute to the arts and civilization of the white man. 

Establishment of Schools 

The first school in Utah was opened just three months 
after the arrival of the pioneers in the Salt Lake Val- 
ley. The first teacher was Mary Jane Dilworth, who 
crossed the plains in the summer of 1847 with textbooks 
and many good works of fiction. The schoolhouse was 
an old military tent shaped like an Indian wigwam, which 
was set up in the old fort at Salt Lake City in October. 
During the first winter three schools were maintained, 
and a large number of boys and girls came under Miss 
Dilworth's tutelage. 

This was the beginning of Utah's splendid school sys- 
tem of today. The women in the new colony took 
turns in teaching at times and cooperated in placing be- 
fore their children as many advantages as possible. By 
1850 good schools were opened in all the towns and 
wherever there was a civic and ecclesiastical unit of 
government. ~ 

In 1852, the first school law of Utah Territory was 



22 THE STORY OF UTAH 

passed by the Legislative Assembly, and was immediately 
signed by the Governor. It provided for the establish- 
ment of schools in every civic unit. Every town was to 
maintain good schools, and reports of their progress 
made to the Chancellor and Board of Regents of the Uni- 
versity of Deseret. Good teachers— for those days— were 
employed. In fact, we have records which show that 
educated men on their way to the gold mines of Califor- 
nia would often stop for a winter in Utah and find em- 
ployment in the schoolroom. Emigrants gave their 
books to the school libraries, and every one enjoyed the 
free use of them. 

In 1850, the first university west of the Missouri River 
was established. It was opened in November of that 
year with a good registration of students, and this insti- 
tution has grown into the University of Utah, which to- 
day enjoys a good reputation throughout the United 
States. How anxious the colonizers were to encourage 
education may be inferred from a circular letter issued 
by Brigham Young and the Board of Regents of the Uni- 
versity of Deseret. It reads in part : 

"The citizens of the State of Deseret have established 
a University at Salt Lake City; the Chancellor and Board 
of Regents appointed to superintend the same do hereby 
issue the following circular to you. * * The Univer- 
sity is the child of Providence, and it is destined to live 
and flourish * * Here instruction by means of lec- 
tures or otherwise will be provided and brought to the 
level of the laboring classes of every grade, of every re- 
ligious faith, of every political and social creed, and 
every living language. * * It is interwoven in the 
very fabric of this people's organization and progress to 
educate the masses and to elevate all the people to the 
fullest extent of their capacity. * * Facilities for 
acquiring knowledge from every portion of the globe 
will be more perfectly secured to this institution than to 
any other of our acquaintance. Correspondence will be 
kept up with persons in the service of the University, 



TPIE STORY OF UTAH 23 

living at London, Edinburgh, Paris, Rome, Copenhagen 
and Calcutta." 

The circular says further that all sciences, philosophy, 
literature, history and the languages should be taught, 
and no one would be denied the benefits of the Univer- 
sity because of the want of pecuniary means. In a re- 
port of the Chancellor of the University in 1850, we are 
told that : 

"Common schools were beginning in all parts of the 
city for the winter; and plans for the construction of 
schoolhouses in every ward were being made, with a 
view^ for a general system of schoolhouses throughout 
the city. One plan had already been submitted, which 
comprised three large schoolrooms, a large hall for lec- 
turing, a private study, reading room and library. A 
Parent or High School began on the 11th of November: 
terms, thirty shillings per quarter, under the direction of 
Chancellor Spencer. It is expected that teachers gen- 
erally will have access to this school, and through them 
a system of uniformity will be established for conducting 
schools throughout the valleys. Elder Woodruff has 
arrived with nearly two tons of school books. Dona- 
tions from the states are already arriving in the shape of 
scientific instruments, and other apparatus for the benefit 
of the University; also valuable books for the library." 

The territorial legislature even went so far as to peti- 
tion Congress in 1850 for an appropriation for the sup- 
port of the common schools of the Territory, and soon 
after a request was made of the National Government for 
an appropriation of $25,000 for the University. Money 
was scarce in the new West, and it was not until after 
the building of the trans-continental railroad that the 
Utah farmer found a larger market for his produce, and 
hence a surer revenue with which to pay his taxes and 
to support his schools. 

Shortly after the founding of Salt Lake City, Ogden, a 
few miles north, was settled by Captain James Brown, 
who purchased what is known as the Goodyear claim, a 



24 



THE STORY OF UTAH 



Spanish grant made to Miles Goodyear in 1841. The city 
of Ogden was incorporated February 6, 1851. It had a 
definite plan for a school system from the first of its his- 
tory. Schools were built and maintained by public taxa- 
tion, as was the case in all the early cities of the Terri- 
tory. Says one of the pioneers concerning the early 

schools (I quote 
from the journal 
of Lorenzo D. 
Young): ''We 
sacrificed every- 
thing to keep up 
our schools, and 
the very first 
thing wethought 
of after plowing 
the ground and 
preparing it for 
seed, was the 
education of our 
children." 

In 1851, the first extensive library was brought by ox 
teams over the plains to the Territory. It had been pur- 
chased in New York City by Dr. John M. Bernhisel, and 
was a wonderful collection of books. Among them were 
the works of Shakespeare, Juvenal, Milton, Byron, 
Homer, Virgil, Sophocles, Plato, Goldsmith, and many 
other masters of the world's best literature. Of the 
scientific works, there were Newton's "Principia, "Her- 
schel's "Outlines of Astronomy," and Von Humbolt's 
"Cosmos." The treatises on philosophy included the 
world of John Stuart Mill, Martin Luther and John Cal- 
vin. It was customary for the colonists to meet in their 
district meeting houses once a week and to discuss the 
thought obtained from these books. From the records 




View on South Temple Street, Salt Lake City 
Wasatch Mountains in Background 



THE STORY OF UTAH 25 

and journals of those pioneer days, it seems that the peo- 
ple were great readers, which means that they were men 
and women with a high degree of intelligence and high- 
mindedness. 

The Hand-Cart Parties 

In 1849, Governor Young organized the Perpetual 
Emigration Fund for the purpose of assisting his people 
to reach Salt Lake City. During the first five years 
$35,000 was raised, which helped to bring many hundreds 
of colonists across the plains. But it was always a prob- 
lem as to how to get the poorer people from the Missouri 
River to Utah, which was over one thousand miles. 
Thousands of people came from Europe every year to 
join the people under Brigham Young's direction. In 
fact, by 1855 Utah was growing numerically very fast. 
Its society was very cosmopolitan, and all the different 
classes contributed mightily to the industrial, social, and 
intellectual upbuilding of the new Territory. It was the 
best blood of European nations that struck off into the 
wilderness to establish new homes and to take part in the 
reclamation of the American desert. In 1855, the Emi- 
gration Fund had been depleted, and Governor Young 
devised the plan of having the emigrants cross the plains 
on foot, and to push their belongings on hand-carts. "In 
1856, thirteen hundred people were sent over the Mor- 
mon trail in five different companies, —the so-called hand- 
cart brigades. 'To each hundred were alloted five tents, 
twenty hand-carts, and one wagon drawn by three yoke of 
oxen. Tents and general supplies were stowed in the 
wagons, but each family carried its own rations and its 
quota of the sick and helpless in the hand-cart, while 
women and children, from the toddlers to the aged, 
walked the weary road (a three months' tramp) from 
Winter Quarters to the Valley. " 

The first companies left the Missouri River in the sum- 



26 THE STORY OF UTAH 

mer of 1856. They had a tragic experience. The early 
storms of autumn overtook them on the plains, and 
before they could reach the Valley, they suffered terrible 
hardships. Husbands buried their wives on the plains, 
wives laid away their husbands. Little children were 
born in the camps, which were often desolate and cold. 
Governor Brigham Young sent relief parties from Salt 
Lake City with food, wagons, blankets, and horses. Most 
of the people were rescued and brought safely to the Val- 
ley. From 1856 to 1860, some four thousand people crossed 
the plains in hand-cart parties, and though at times the 
suffering among them was intense, it brought to the 
Territory a splendid class of farmers, artisans, teachers, 
merchants, etc. The hand-cart movement into the Far 
West stands out in American history as one of the most im- 
portant events in carrying civilization into the wilderness. 

United States Soldiers Come to Utah 

In 1857-8 the people of Utah and the Government of 
the United States had a misunderstanding which even- 
tually resulted in much good to the growing colony, and 
the nation itself understood better the hardships and con- 
ditions of the people of Utah. The source of the misun- 
derstanding is not hard to trace. It will be remembered 
that in 1849 the people of Utah asked for Statehood. 
They knew at the time that State government is the only 
distinct American form for an American commonwealth. 
A Territory is governed from Washington. All the offi- 
cials are appointed and the people have nothing to say in 
the matter. After the governorship of Brigham Young, 
no local man ever served in that capacity until Governor 
Wells was elected the first executive of the State of Utah 
in 1896. As a result of this policy, the government 
officials and the people of Utah often misunderstood one 
another. At times the governors came from communities 



THE STORY OF UTAH 



of advanced economic, social, and intellectual life, and as 
a consequence this new country was a hard place for them 
to live in. The people bent their energies to the soil, and 
could not give the attention to the culture of life that some 
would have them do. Then, too, the Utah pioneers had 
laws and customs that were strange to the outsider, and 
as a result, social and political clashes came. The people 
were accused in 1856 of burning the Federal records. 
This the}^ denied, and when in 1857, Alfred Gumming, a 
native of Geoi'gia, was appointed governor of Utah, Presi- 
dent James Buchanan sent an army under Albert Sidney 
Johnston to escort 
him. The people 
on hearing of this 
feared for them- 
selves and their 
homes. Some trou- 
ble was had in Echo 
Canyon between 
the army and the 
colonists, but the 
army finally march- 
ed through Salt 
Lake City, which 
they found deserted 
for the people had left their homes and had gone to the 
far south. They intended to burn their city, rather than 
to have it destroyed by the invaders. Peace came, how- 
ever; Governor Cumming was installed in his office, and 
the United States army returned to the Missouri River. 
It all proved a blessing to the people. They purchased 
mules, horses, and wagons from the soldiers, and also 
obtained bacon, shoes, socks; and in a social way th^ 
people made such a good impression on the army, that 
one of the soldiers wrote in his journal: 




Temple Block. Salt Lake City, Showing the 
Great Mormon Temple and the Bowl-Shaped 
Roof of the Tabernacle, 



28 THE 8TORV OF UTAH 

"On entering the city, we could see that everything 
was laid out in the most accurate manner, the city being 
laid off in perfect squares every street as straight as an 
arrow and fifty yards wide. The houses are built of 
stone and sun-dried brick, and, as a general rule, one and 
a half stories high, each home having about four acres of 
land in the enclosure, which is loaded with grain, garden 
vegetables, and flowers without limit. On each side of 
every street runs a stream of clear water, along which 
are beautiful trees. * * * The city is beautifully laid 
out. They have a courthouse, a council hall, a social 
hall, one hotel for the accommodation of tourists, but 
not a barroom, grog shop, or any such thing has ever 
disgraced the city. 

With the treaty of Guadalupe-Hidalgo in 1848, what is 
now Utah, with California, New Mexico, Arizona, and 
part of Colorado was given over to the United States by 
the government of Mexico. This was followed by the 
provision in Henry Clay's Compromise Measure of 1850, 
which provided that this territory should decide for itself 
whether or not it should be given over to slavery. The 
people of Utah were abolitionists, and when Abraham 
Lincoln applied to Brigham Young in 1862 for two com- 
panies of men to enlist in the Union army, there was a 
ready response, and within a few days the required quota 
was on the march. One hundred and four privates and 
officers were sworn in by Chief Justice Kinney, and they 
immediately marched to North Platte on the river of that 
name. From there they were ordered to guard the over- 
land telegraph and to protect emigrants on the Oregon 
trail. They served for one year without the loss of a 
single man. The one thing distinctly interesting about 
those volunteers is that they furnished their own arms and 
ammunition, their horses and saddles, and all of their 
own food. They received the pay, however, of regular 
soldiers of the United States from the time they were 
sworn in. 



THE STORY OF UTAH 



29 



Growth Before the Railroad 

Utah's economic and intellectual development before 
the advent of the railroad was rather remarkable, all 
things considered. As pointed out above, in 1856 aDes- 
€ret Agricultural and Manufacturing Society was organ- 
ized for the purpose of encouraging agricultural • and 
horticultural pursuits and home industry in general. 
Prizes were offered from year to year, which brought 
good results. In 1860, farmers shipped their produce 
from the extreme southern part of the Territory for the 
purpose of displaying it in the annual fair at Salt Lake 
City. Farming ma- 
chinery, such as 
threshers, mowers 
and reapers were 
brought across the 
plains and sold to 
the farmers, and 
Livinston and Kin- 
kead in the early 
fifties brought in a 
good supply of hard 




Salt Lake City in the '60's 



ware and farming tools such as rakes, shovels, hoes, etc. 
Merchants of Utah became wealthy, and they stocked 
their stores with the best of eastern goods. So great 
had been the industrial growth of the colony, that in 1868 
there marched in a Fourth of July celebration the woollen 
and cotton manufacturers; boot, shoe, wagon, carriage 
makers; the agricultural and horticultural associations; 
the stone-cutters, cabinet makers, engineers, black- 
smiths, and tin and sheet iron workers; the paper, book, 
and organ manufacturers; and the workmen from the 
smelters and mines. All the important industrial activi- 
ties were represented, showing that the new territory 
was more than self-sustaining. 



30 THE STORY OF UTAH 

In 1862, the trans-continental telegraph was finished 
and Utah was brought in touch with the outside world. 
The first message sent from the Territory by Brigham 
Young was to Mr. J. H. Wade, president of the Pacific 
Telegraph Company, and read: "Utah has not seceded, 
but is firm for the constitution and laws of our unhappy 

country." 

Building of the Railroad 

In 1850-51, during the regular session of the Legislature 
of Utah, Congress was petitioned and asked to take the 
matter in hand and to build a railroad from the Missouri 
River to the Pacific. The colonists felt the need of a 
road, and it was their hope to have Utah cities and towns 
connected by steam with the centers both east and west. 
Congress acted in 1861, and eight years later the Union 
Pacific and Central Pacific railroads were connected at 




Driving the Last Spike at Promontory, Utah. 1869 

Promontory, Utah, in the presence of U. S. Grant, Le- 
land Stanford of California, Brigham Young, and many 
other noted men. It was a momentous event in the his- 
tory of the entire West, and meant much to the newly 
settled communities. The people of Utah bent their 
energies to building branch lines to remote parts of the 
Territory, many of which have grown into great arteries 
of commerce. 



THE STORY OF UTAH 31 

Opening of the Mines 

Mining today is the leading industry of Utah from the 
standpoint of value production. In 1912, according to 
the report of the United States Geological Survey, Utah 
produced over $44,000,000 in gold, silver, lead, copper. 
The Utah mine at Bingham, about thirty miles from Salt 
Lake City, is the largest in the world. Ten thousand 
men gain their livelihood from this mine. The operations 
have been compared with those of the Panama Canal, 
for an entire mountain has been literally shoveled away. 

As early as 1860, Utah towns were in close communi- 
cation with Boise and other mining centers of Idaho, and 
in 1863, a pack train from the Boise mines passed through 
Salt Lake City on its way to the eastern states. The men 
reported that the miners were making fortunes, and that 
the mountains were full of gold. This had the effect of 
starting an era of prospecting, which resulted in the dis- 
covery of some of the richest mines in the world. 

The beginning of Utah mining on a large scale was 
in 1862. General P. E. Connor, the officer in command 
at Fort Douglas, Utah, discovered the rich veins of 
galena and copper at Bingham. As a result, thousands 
of people made their way to Utah, and in a short time 
the Bingham mines became prosperous, a town sprang 
up "in a night," and a few miles below in the Valley 
large smelters were built to reduce the ores. In 1877, 
Park City entered on its career as one of the largest sil- 
ver and lead producing camps in the world. The Ontario 
mine at that place is the greatest lead and silver mine, 
and employs thousands of workmen. Mines have been 
developed in other parts of the State, and large smelters 
erected for the handling of ores. Utah has also devel- 
oped great coal and iron mines, and as in the United 
States coal and iron have been the great natural factors 
in our economic development, so have they been in Utah. 



32 



THE STORY OF UTAH 



Utah as a State 

Utah was admitted to the Union in 1896. Her popula- 
tion at that time hardly reached 300,000, but she was an 
independent, prosperous commonwealth, and was send- 
ing her produce to the people of the eastern states and 
Europe. To this day, the population is hardly that of a 
large eastern city. Situated as it is in the far west, in 
the mountains and on the desert, its growth numerically 
has not been that of California, Oregon and Washington. 
The annual rainfall averages about twelve inches, and 
yet great farms and beautiful private homes and gardens 

have eliminated the 
desert waste. To- 
day there are more 
than twenty thou- 
sand farms, compris- 
ing millions of acres 
of land. The staple 
products are pota- 
toes, wheat, the su- 
gar beet and alfalfa, 
and the live stock 
and sheep industries are extremely large. It has been 
necessary to build large canals and reservoirs. In the 
early days, this was done by cooperation. It is done now 
by means of capital. Over $4,000,000 have been spent 
on irrigation enterprises during the last two years, and 
the average spent on conserving the water of the moun- 
tains is $1,000,000 annually. Dry farming is one of the 
chief pursuits of the people, and over one million acres 
of the desert lands have already been reclaimed and 
transformed into beautiful wheat fields. 




Where the Desert is Made to Bloom 



THE STORY OF UTAH 33 

Socially and Intellectually 

The people of Utah have always had a high regard for 
intelligence, and have sought far and wide for knowledge. 
It has been said that more people go abroad from Utah 
to Europe than from any other state in comparison 
to the population. As a result, the best thought of 
European centers is brought home and used in the intel- 
lectual growth of the people. This is one reason why 
Utah stands so high intellectually today. 

The first theatre was opened in 1850, and Jn 1858 the 
old "Social Hall" was erected in Salt Lake City for the 
dance and the drama. Shakespeare was attempted and 
successfully played many times. In 1862, the famous 
Brigham Young Theatre was completed, and in those 
early days many of the world's greatest actors crossed 
the plains to play in it. The theatre has always been 
held on a high plane, for the drama is looked upon by 
the people of Utah as one of the great factors in the 
world's intellectual development. Maud Adams, born 
in Salt Lake City, began her career on the stage in Utah, 
and in 1865, Julia Dean played Shakespeare to crowded 
houses for ten months in succession. Booth and Bar- 
rett came in their repertoire of Shakespeare, and the old 
house has rung with applause at Couldock, Patti, Melba, 
Irving, and many others. 

In literature, Utah has produced some writers. At 
the head of the list may be placed Orson F. Whitney. 
Mr. Whitney is the author of "A History of Utah," and 
a book of poems, of which ' The Pioneers" is possibly the 
best. Judge C. C. Goodwin shares the honors with Mr. 
Whitney as a writer and newspaper man. For years he 
was editor of the Salt Lake Tribune, one of the leading 
journals of the State. His "Comstock Club" gives a 
splendid picture of the early mining days in the West 
and his "Divine Light" is an exquisite bit of literature. 



34 THE STORY OF UTAH 

showing the watch-care of God for His children. Possi- 
bly no writer has given the spirit of the pioneer migra- 
tion to Utah as has Judge Goodwin in his little essay 
entitled "The Utah Pioneers." 

Our greatest poet was Sarah Carmichael, whose poem 
the "Origin of Gold" is found in the Bryant collection. 
Her "Ode on the Death of Lincoln" was as extensively 
read as Whitman's "Captain, O My Captain." Alfred 
Lambourne has written some rare poems, and his prose 
work, "Our Inland Sea," has touches of description 
of nature that reminds one of Thoreau. Ned Royle has 
given to the country the "Squaw Man," the "Silent 
Call," and "The Struggle Everlasting," pronounced by 
some American critics as the greatest morality play since 
"Everyman." 

In music, Utah has become widely known. As early as 
1866, the people of Salt Lake City heard Handel's "Mes- 
siah" for one week at their theatre. There were many 
musicians in the pioneer days, men who had studied in 
the European centers. In fact, the colonizers of Utah 
marched from the Missouri River to the tune of a brass 
band, and in the early fifties, Ballo, an Italian, and once 
bandmaster at West Point, organized a band in Salt Lake 
City. It became famous throughout the West.. When 
the great Tabernacle organ was constructed, it was the 
means of bringing Patti, Melba and others of the world's 
most noted singers, who sang to its accompaniment. 
Utah has sent many of her children abroad to study music 
and the arts, and the State has become a musical center 
that has attracted attention. In art, Utah's sculptor, Cy- 
rus E. Dallin, has won international repute. You may 
see his Soldiers'and Sailors' Monument at Clinton Square, 
Syracuse, New York. His Paul Revere was purchased 
by the city of Boston, and his Medicine Man is in Fair- 
mount Park, Philadelphia. Mr. M. M. Young has gained 



THE STORY OF UTAH 



LS 



national reputation as a sculptor. His beautiful Sea-Gull 
monument is at Salt Lake City, and he has recently been 
honored by being chosen a member of the Art Commis- 
sion for the Panama Exposition. 

The Schools of Utah 

Judged from the standpoint of literacy, Utah stands 
first among the states. She has taken high rank educa- 
tionally, and at the St. Louis Exposition in 1904, the grade 
schools of Salt Lake City received the gold medal, plac- 
ing them in the first 
rank ; and the State 
Normal School a gold 
medal. The grand 
prize, the highest 
award given, was 
secured by the State 
School for the Deaf, 
Dumb and Blind at 
Ogden, Utah. To- 
day, in the public 

schools, 95,000 children receive instruction. There are, 
however, 115,000 schoolchildren in the State, but many of 
them attend private schools. There are seven hundred 
schools, with 2,637 teachers. The value of the school 
buildings is $8,000,000 and the annual expenditure on the 
school system is $4,000,000, which means $35 for each 
pupil of school age. In all the cities and towns of 
Utah are beautiful school buildings, and the schools, 
together with the literary societies found throughout the 
State, bring the educational standards of the people to 
a high point. Besides the public schools, there are 
those of the different Christian denominations, which are 
of high standard. 

In Utah are good schools, unique church buildings, 




One of the Rural Schools of Utah 



NOV 24 1913 

36 THE STORY OF UTAH 

great railway systems, large smelters and mines, and 
beautiful cities. Splendid magazines and newspapers 
are published. The oldest newspaper, the Deseret News, 
was first published in June, 1850, and was one of the first 
newspapers west of the Missouri River. The State is 
growing fast. The people are united in building up their 
commonwealth, and are happy and prosperous. The work 
of redeeming the desert has been hard ; many trials and 
difficulties have beeu met and overcome, and today the 
result of the people's work is seen on every hand. 



INSTRUCTOR LITERATURE SERIES— Continued 



136 Peeps iuto Bird y: ook.s— I— Mc Fee 
iSi Stories of the Stars— il/cTv"^ 
205 Kyes aud No Eyes and the Three Giants 
History and Biography 
5 Story of Iviucolu — Reiier 
56 Indian Children Tales— -57^5^ 

78 Stories of the Backwoods— it^x7^y 

79 A lyittle New Kngland Viking — Baker 

81 Story of H^Soio—IIatJield 

82 Story of Daniel Boone — Reiter 

83 Story of Priutiug-—yi/cG36<? 

84 Story of David Crockett— i?^r7^r 

85 Story of Patrick Henry— Li Itlefield 

86 American Inventors — I (Whitney and 

Fulton) — Fan's 

87 American Inventors— II (Morse and Edi- 

son)— /^a> 7.x 

88 American Naval Heroes (Jones, Perry, 

Farragut; — Bush 

89 Fremont and Kit Qarson—Jjidd 

91 Story of Eugene Field — McLahe 

178 .Story of Ivexiugton and Bunker Hill. 
182 Story of Joan of Arc — McFee 

207 Famous Artists, II — Re\-nolds — j^Iurilio 
243 Famous Artists — III— Millet — C. at/sion 
24S :\Iakers of European History — l^V/iite 
Literature 

90 Fifteen Selections from I,ougfellow — I 

(A Village Blacksmith, Children's 
Hour and other poems) 

95 Japanese Myths and Legends — McFee 
103 Stories from the Old Testament — McFee 
III Water Babies ( Abritlged)— AY^/^j/o' 

171 Tolmi of the Treetops — Grivies 

172 Labu, the Little I,ake Dweller — Grimes 
195 Night before Christmas and OtUer 

Christmas Poems and Stories. 

201 Alice's First Adventures in Wonder- 

land — Carroll 

202 Alice's Further Adventures in Wonder- 

laud — Can oil 

FIFTH YEAR 
Nature and Industry 

92 Animal Life in the Sea — McFee 

93 .Story of Silk — Bro2vn 

94 Story of Sugar — Reiter 

96 What We Drink (Tea, Coffee and Cocoa) 
139 Peeps into Bird Nooks, W— McFee 

210 Snowdrops and Crocuses — Mann 

250 Making of the World — Hrmdon 

251 Builders oi: the World— Hern don 
283 Stories of Time — flush 
History and Biography 

16 Explorations of the Northwest 

80 Story of the Ca.ho\.s,—McBride 

97 Story of the Norsemen — Hanson 

98 .Story of Nathan Hale — McCabe 

99 .Story of Jefferson — McCabe 

100 Story of Bryant — McFee 

101 Story of Robert E. h.'ie.—McKane 

105 Story of Canada — Douglas 

106 Story of Mexico — McCabe 

107 Story of Robert LouisStevenson — Bush 
no Story of Hawthorne— i^/c/v-^ 

H2 Biographical Storiefi—Haze/thor?ie 
141 .Storj-^ of Grant — McKane 

144 Story of Steam — McCabe 

145 Story of McKinley — McBride 

179 Story of the Flag — Baker 

190 Story of Father Hennepin — McBride 

191 Story of LaSalle— yi/<-/>r7V/^ 

185 Story of tlie First Crusade— .IMrr/ 



217 Story of IHorence Nightingale— yl/c/vv 
2i8 Storj"- of Peter Cooper — McFee 
232 .Story of .Shakesi)eare — Gravies 
287 Life in Colonial lia.ys—Tillinghast 
Literature 

8 King of the Golden River — Ruskiti 

9 The Golden Touch — Haivthorne 
61 Story of Sindbad the Sailor 

ic8 History in Verse (Sheridan's Ride, In- 
dependence Bell, etc) 

113 Little Daffydowndilly and Other Stories 

— Haivt/iorne 
180 Storyof Aladdinandof AM Baha.— Lewis 

153 A Dog of Flanders— Z)^ la Raviee 

154 The Nurnberg Stove — De la Raviee 
186 Heroes from King Arthur — Grames 
194 Whittier's Poems. Selected. 

199 Jackanapes — Eiving 

200 The Child of Urbiuo — J^^ 'a Ramee 
2c8 Heroes of Asga; d--Selections— A',?a;_v 
2\i Story of Robin Hood— Z.'«i// 

234 Poems Worth Knowing— Book II— Inter- 
mediate — Faxon 

SIXTH YEAR 
Nature and Industry 
109 Gifts of the Forest (Rubber, Cinchona, 

Resin, etc.) — McFee 
Geography 

114 Great European Cities — I (Loudon and 

Paris) — Bush 

115 Great European Cities — II (Rome and 

Berlin — Bush 

168 Great European Cities— III (St. Peters- 
burg and Constantinople) — Bush 

247 The Chinese and Their Country— Prtw/- 
son 

2S5 Story of Panama and the Canal 

History and Biography 

73 Four Great Musicians— 5 2<j/e 

74 P'our More Great IMusicians — Bush 

116 Old p;nglish Heroes (Alfred, Richard the 

Lion-Heaited, The Black Prince) 

117 Later English Heroes (Cromwell, Well- 

ington, Gladstone)— /?7/i/i 
160 Heroes of the Revolution— 7^rz\j/;aw; 
163 Stories of Courage — Bush 

157 Lives of Webster and Clay — Tiistravi 

158 Story of Napoleon— .g 7/ j/7 
189 Stories of Heroism — Bush 

197 Stor}' of Lafaj-ette — Bush 

198 .Story of Roger Williams — Leighiou 
209 Lewis and Clark PIxpedition Henidon 
224 Story of William Tell— A/a/Zor-t 

286 Story of Slavery— .ffooA^T- T. Washiriirton 
246 What I Saw in Japan— 6^r-7^i- 
509 Story of Georgia — Derry 

511 Story of Illinois— 5w77/t 

512 Story of Indiana— (17<';« 

513 Story of Iowa— ^l/cZ-V^ 

520 Story of Kentucky — Eubank 

520 Story of Michigan— 6-(/;/«^7- 

521 Storyof Minnesota— 5/(7wn<fr 
533 Story oi 0\\'\o—Galbreath 

536 Story of Pennsylvania— i»/arcA 
547 Story of Wisconsin— ^Az«M<?»' 

Literature 

ID The Snow linage.— Hawthorne 

11 Rip Van Winkle— /ci^r^i^^ 

12 Legend of Sleepy lloWow— Irving 

Coiilinuid on next page 



LIBRARY OF CONGRESS 



INSTRUCTOR LITERATU 



22 Rab and His Friends— ^rowM 

24 Three Golden Apples — Ha'wthorne 

25 The Miraculous Pitcher— //azt/^AorwiS 

26 The 'Minot&nx— Hawthorne 

118 Tale of the White Hills and Other 

Stories — Hawthorne 

119 Bryant's Thanatopsis and Other Poems 

120 Ten Selections from Longfellow — (Paul 

Revere's Ride, The Skeleton in Armor 
and other poems) 

121 Selections from Holmes 

122 The Pied Piper of Ylmwx^ixn— Browning 
161 The Great Carbuncle, Mr. Higgiu- 

botliam's Catastrophe, Suowflakes— 

Hawthorne 
1G2 The ¥y<im\es—Haw(hor7ie 
211 The Golden Vleece—HaTv thorn e 

222 Kingsley's Greek Heroes— Part I. The 

Story of Perseus 

223 Kingsley's Greek Heroes— Part II. The 

Story of Theseus 
225 Tennyson's Poems— For various grades 
229 Responsive Bible Readings— Ze//<?r 
284 Story of Little liel\— Smith 

SEVENTH YEAR 
Literature 

13 Courtship of Miles Standish 

14 Evangeline — Lovgfellow 

15 Snow Bound— H^^hittier 

20 The Great Stone Face— Hawthorne 

123 Selections from Wordsworth 

124 Selections from vShelley and Keats 

125 Selections from Mcrcliaut of Venice 
147 Story of King Arthur as told by Tenny- 
son— //'a //oc/fe 

149 Man Without a Country, The— Hale 

192 Story of Jean Valjeaii—Grames 

193 Selections from the Sketch Book. 
196 The Gray Champion— Ha-wi home 

213 Poems of Thomas Moore — Selected 

214 More Selections from the Sketch Book 
216 Lamb's Tales from Shakespeare— Sel'd. 

The Oregon Trail(Condensed from Park- 




017 056 019 ft 



235 Poei 



238 Lam 

239 Lam 

241 Sror^ .. . y.iii<icii (.condensed) 

242 Story of the ylineid- C/tM?r/t(coud'sed) 

Literature EIGHTH YEAR 

17 Enoch Arden — Tennyson 

18 Vision of Sir Launfal — Lowell 

19 Cotter's Saturday Night— y^j^rwj 

23 The Deserted Village and Traveler— 
Goldsmith 

126 Rime of the Ancient Mariner 

127 Gray's Elegy and Other Poems 

128 Speeches of Lincoln 

129 Selections from Julius Caesar 

130 Selections from Henry the Eighth 

131 Selections from Macbeth 

142 Scott's Lady of the Lake— Canto I 

154 Scott's Lady of the Lake— Canto II 

143 Building of the Ship and Other Poems— 

Longfellow 
148 Horatius, Ivry, The KrxviaAa— Macau lav 

150 Bunker Hill Address— Selections from 

the Adams and Jefferson Oration- 
Webster 

151 Gold Bug. The—Poe 

153 Prisoner of Chillon and Other Poems— 
Byron 

155 Rhoecus and Other Poems— Aoa-r// 

156 Edgar Allan Poe— Biography and Se- 

lected Poems— 7./;/^ 
158 Wasliington's Farewell Address and 
Other Papers 

169 Abram Joseph Ryan — Biography and 

Selected Poems— .S';;/z7// 

170 PaiiUL Hayne— Biography and Selected 

Poems— //«* 
215 Life of Samuel Johnson — Macaulav 
221 vSir Roger de Coverley Papers— y/o'r/z.wM 

236 Poems Worth Knowing — IV — Advanced 

— Faxon 

237 Lay of the Last Minstrel— 5"co//. Intro- 
duction and Canto I 



231 ^ - ^ 

man) — Grames 

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Price 5 Cents Each. Postage, 1 Cent per copy extra. Order by Number. 

cTrm. ANNOTATED CLASSICS A^D 
OeneS sUPPLEneNTARV READhRS 



EXCELSIOR Literature 

I Evangeline. Biography, introduction, 
oral and written exercises and notes. lOc 
3 Courtship of Miles 5tandisli. With In- 
troduction and Notes lOc 

5 Vision of Sir Launfal. Biography, intro- 
duction, notes, outlines 10c 

7 Enoch Arden. Tennyson. Biography, in- 
troduction, notes, outlines,questions..tOc 
9 Great Stone Face. Hawthorne. Biog- 
raphv, introduction, notes, outlines. .10c 
II Browning's Poems. Selected poems with 

notes and outlines for study 10c 

13 Wordsworth's Poems. Selected poem 
with introduction, notes and outlines. 10c 
isSohraband Rustum. Arnold. With in- 
troduction, notes and outlines 10c 

17 The Children's Poet. Study of Longfel- 
low's poetrv for children, with poems lOc 
19 A Christmas Carol. Charles Dickens. 
Com])lete with notes 10c 



21 Cricket on the Hearth. Chas. Dickens. 
Complete with notes 10c 

23 Familiar Legends. McFee. Old tales 
retold for young people 10c 

25 Some Water Birds. INIcFee. Descriiition, 
and stories of, Fourth to Sixth grailes 10c 

27 Hiawatha. Introduction and notes. . ISc 

29 Milton's ninor Poems. Biography, in- 
troduction, notes,questions, critical com- 
ments and pronouncing vocabulary.. 15c 

31 Idylls of the King. (Coming of Arthur, 
Gareth and I^yuette, Lancelot and p;iaine. 
Passing of Arthur). Biograpliy, introduc- 
tion, notes, questions, critical comments 
and pronouncing vocabulary 15c 

33 Silas Marner. Eliot. Biography, notes, 
questions, critical comments, bibliog- 
raphy, 230 pages. Paper 20c 

34 Same in cloth Irlnding 30c 



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